Training on HOTS-PLP for English, Science, and Mathematics Teachers

Session 2C: Activity 2

LET’S GET SOLO!

Directions: Study the given stem in the third row. Write sample assessment questions aligned with a specific
SOLO Taxonomy Level given. Check the assigned level to your group based on the instructions given in the slide
decks. After completing the learning task, check the attached key takeaway points (KeyTAP) for your group’s
discussion and reflection. Discuss the learning tasks with the group and strategize assignment of specific tasks
for all members. Synergize your efforts and maximize collaboration.

Learning Area: SCIENCE

Group Name: ________________________________________________ Group No. _____

DNA in eukaryotic cells is made up of millions of nucleotides bonded together to form a double helix shape.
Each nucleotide exists of a phosphate and a sugar molecule that forms the backbone of the DNA strand along
with one of four nitrogenous bases. DNA codes for amino acids, which comprise proteins. At certain times in
the life of human cells they undergo replication, which means the DNA must double in volume. Each DNA
molecule contains many thousands of genes that ultimately influence the characteristics or traits of individual
humans.

Item 1 [Write your sample assessment question here.]

Check Assigned Level
for Item 1:
___ Unistructural
___ Multistructural
___ Relational
___ Extended Abstract

Item 2 [Write your sample assessment question here.]

Check Assigned Level
for Item 2:
___ Unistructural
___ Multistructural
___ Relational
___ Extended Abstract

Note: You can use the back page or a separate sheet of paper for completing the task.

Key Takeaway Point (KeyTAP)

KeyTAP Responses

Importance of HOTS Importance of HOTS

in Classroom Instruction in Learning Assessment
Learning Intakes
[What content
knowledge, concepts,
and skills did I learn in
this learning session?]

Learning Reflections
[What are my
realizations after
learning about these
new intakes?]

Learning
Applications
[Where do I apply
these new learnings in
our school focused on
teachers’
empowerment and
learners’
development?]

Note: You can use the back page or a separate sheet of paper for completing the task. Moreover, the KeyTAP
(tool and rubrics) is adopted from the on-going research work of Rejulios Villenes of SDO Quezon and part of the
SDO approved localized tools for L&D programs.
Training on HOTS-PLP for English, Science, and Mathematics Teachers
Session 2C: Activity 2
LET’S GET SOLO!

Directions: Study the given stem in the third row. Write sample assessment questions aligned with a specific
SOLO Taxonomy Level given. Check the assigned level to your group based on the instructions given in the slide
decks. After completing the learning task, check the attached key takeaway points (KeyTAP) for your group’s
discussion and reflection. Discuss the learning tasks with the group and strategize assignment of specific tasks
for all members. Synergize your efforts and maximize collaboration.

Directions: Study the given stem in the third row. Write sample assessment questions aligned with a specific
SOLO Taxonomy Level given. Check the assigned level to your group based on the instructions given in the slide
decks. After completing the learning task, check the attached key takeaway points (KeyTAP) for your group’s
discussion and reflection. Discuss the learning tasks with the group and strategize assignment of specific tasks
for all members. Synergize your efforts and maximize collaboration.

Learning Area: ENGLISH

Group Name: ________________________________________________ Group No. _____

Read the text about distance learning, then write assessment questions based on the stem. Center the
learning tasks relating a content or theme to previous experiences and background knowledge. See the
attached document for the copy of the text entitled “Success Baggage.”

Item 1 [Write your sample assessment question here.]

Check Assigned Level
for Item 1:
___ Unistructural
___ Multistructural
___ Relational
___ Extended Abstract

Item 2 [Write your sample assessment question here.]

Check Assigned Level
for Item 2:
___ Unistructural
___ Multistructural
___ Relational
___ Extended Abstract

Note: You can use the back page or a separate sheet of paper for completing the task.
Training on HOTS-PLP for English, Science, and Mathematics Teachers
Session 2C: Activity 2 (Attachment – English)
LET’S GET SOLO!

Key Takeaway Point (KeyTAP)

KeyTAP Responses

Importance of HOTS Importance of HOTS

in Classroom Instruction in Learning Assessment
Learning Intakes
[What content
knowledge, concepts,
and skills did I learn in
this learning session?]

Learning Reflections
[What are my
realizations after
learning about these
new intakes?]
Learning
Applications
[Where do I apply
these new learnings in
our school focused on
teachers’
empowerment and
learners’
development?]

Note: You can use the back page or a separate sheet of paper for completing the task. Moreover, the KeyTAP
(tool and rubrics) is adopted from the on-going research work of Rejulios Villenes of SDO Quezon and part of the
SDO approved localized tools for L&D programs.
Training on HOTS-PLP for English, Science, and Mathematics Teachers
Session 2C: Activity 2
LET’S GET SOLO!

Directions: Study the given stem in the third row. Write sample assessment questions aligned with a specific
SOLO Taxonomy Level given. Check the assigned level to your group based on the instructions given in the slide
decks. After completing the learning task, check the attached key takeaway points (KeyTAP) for your group’s
discussion and reflection. Discuss the learning tasks with the group and strategize assignment of specific tasks
for all members. Synergize your efforts and maximize collaboration.

Learning Area: MATHEMATICS

Group Name: ________________________________________________ Group No. _____

In the Grade 9 Math class, Teacher Thamina reminds her students of their project-based learning (PBL)
outputs focused on the application of solving problems involving triangles. Since Teacher Thamina requires
her students to work on practical hands-on experience, Jeus, her student, asks for his assistance. Jeus chose
JD Wile’s stick method in his project. This method uses a stick that is the same length as his arm to make an
isosceles triangle. Also, his arm is parallel to the ground, and the stick is perpendicular to his hand to form a
right triangle as shown in the figure below with the indicated measures.

Item 1 [Write your sample assessment question here.]

Check Assigned Level
for Item 1:
___ Unistructural
___ Multistructural
___ Relational
___ Extended Abstract

Item 2 [Write your sample assessment question here.]

Check Assigned Level
for Item 2:
___ Unistructural
___ Multistructural
___ Relational
___ Extended Abstract

Note: You can use the back page or a separate sheet of paper for completing the task.
Key Takeaway Point (KeyTAP)

KeyTAP Responses

Importance of HOTS Importance of HOTS

in Classroom Instruction in Learning Assessment
Learning Intakes
[What content
knowledge, concepts,
and skills did I learn in
this learning session?]

Learning Reflections
[What are my
realizations after
learning about these
new intakes?]

Learning
Applications
[Where do I apply
these new learnings in
our school focused on
teachers’
empowerment and
learners’
development?]

Note: You can use the back page or a separate sheet of paper for completing the task. Moreover, the KeyTAP
(tool and rubrics) is adopted from the on-going research work of Rejulios Villenes of SDO Quezon and part of the
SDO approved localized tools for L&D programs.
Training on HOTS-PLP for English, Science, and Mathematics Teachers
Session 2C: Activity 2
LET’S GET SOLO!
RUBRICS FOR EVALUATING THE LEARNING TASKS IN ACTIVITY SHEET 2

Part 1. SOLO-Based Assessment Questions

A. Quality of B. Completeness of Elements

SOLO-Based Assessment Questions of the SOLO-Based Assessment Questions
5 points: Manifested excellent alignment of 5 points: Portrayed complete elements of
Excellent the SOLO-based item from the Excellent the SOLO-based item (e.g.,
(E) standards with correct content (E) anchored on the stem, correct
knowledge details and free from content knowledge, correct
content and technical errors. question) and free from content
and technical errors.

3 points: Met the standards with the correct 3 points: Met the standards with complete
Satisfactory alignment of the SOLO-based item Satisfactory elements of the SOLO-based
(S) from a particular level (e.g., (S) item from a particular level (e.g.,
Unistructural, Multistructural, Unistructural, Multistructural,
Relational, Extended Abstract). Relational, Extended Abstract).

1 point: Shared incomplete inputs and/or 1 point: Shared incomplete inputs and/or
Needs with at least one (1) manifested Needs with at least one (1) manifested
Improvement error in the written output. Improvement error in the written output.
(NI) (NI)

Reference for the correct and complete elements of a SOLO-based Item per appropriate level.
Unistructural Multistructural Relational Extended Abstract
used one obvious piece used two or more presented two or more employed some abstract
of information coming discrete closures directly closures related to an or general principle or
directly from the stem related to separate integrated overview of hypothesis which is
pieces of relevant the relevant information derived from or
information contained in in the stem suggested by the
the stem information in the stem

Part 2. Key Takeaway Points [KeyTAP]

A. Quality of KeyTAP B. Completeness of Elements

Shared KeyTAP inputs with Portrayed complete KeyTAP
5 points: 5 points:
complete and quality discussions elements (intakes, reflections,
Outstanding Outstanding
(e.g., with good technical quality, application) with excellent
(O) (O)
analysis). discussion.
Shared KeyTAP inputs with Portrayed complete KeyTAP
4 points: 4 points:
complete and quality discussions elements with an extended
Very Good Very Good
(e.g., with good technical quality, discussion but failed to
(VG) (VG)
analysis). excellently present the details.
3 points: 3 points: Shared complete KeyTAP
Shared KeyTAP inputs on average
Satisfactory Satisfactory elements with exact point
standards.
(S) (S) discussion.
2 points: Shared KeyTAP inputs below 2 points:
Shared 1 incomplete element
Fair average standards expected from Fair
with discussion.
(F) an education student. (F)
1 point: 1 point:
Needs Needs Shared 1 incomplete element
Shared incomplete inputs.
Improvement Improvement with discussion.
(NI) (NI)

Note: KeyTAP (tool and rubrics) adopted from the on-going research work of Rejulios Villenes of SDO Quezon
and part of the SDO approved localized tools for L&D programs.
Training on HOTS-PLP for English, Science, and Mathematics Teachers
Session 2C: Activity 1
LET’S GET SOLO!
Learning Area: ____________________________________
Group Name: ________________________________________________ Group No. _____
Item 1 [Write your sample assessment question here.]
Check Assigned Level
for Item 1:
___ Unistructural
___ Multistructural
___ Relational
___ Extended Abstract
Training on HOTS-PLP for English, Science, and Mathematics Teachers
Session 2C: Activity 1
LET’S GET SOLO!
Session 2C: Activity 2 (SEPARATE/ADDITIONAL ANSWER SHEET)
LET’S GET SOLO!

Learning Area: ____________________________________

Group Name: ________________________________________________ Group No. _____
Item 2 [Write your sample assessment question here.]
Check Assigned Level
for Item 2:
___ Unistructural
___ Multistructural
___ Relational
___ Extended Abstract